BYOL -hands on exploration of software or resources via participants' own laptops. Plan for an interactive, hands-on environment similar to workshops and a reasonable amount of content to cover in the one-hour time frame.
BYOL (Bring Your Own Laptop)-hands-on exploration of software or resources via participants' own laptops. Plan for an interactive, hands-on environment similar to workshops and a reasonable amount of content to cover in the one-hour time frame. (Note: Not suitable for sessions requiring specialized software that isn't widely available or can't be downloaded from the Internet.)
BYOL
Learning Experience
One-hour sessions in which attendees have hands-on experience with a Web-based application or commonly available software.
Appropriate Content
Any hands-on exploration that can take place in one hour—explore a Web site(s), create a wiki, set up an audience response survey.
=
Submission deadline is midnight (Pacific Time) October 8, 2008.
=
How Your Proposal Will Be Evaluated
Proposal submissions are reviewed by independent committees of content experts, and evaluations are based primarily on:
relevancy of topic to the field of educational technology
educational significance and contribution to the respective theme and strand
degree to which higher/second-order applications of technology are addressed
ease of replication
value to participants
presenter knowledge and experience
* Session Title (10 word limit)
Metaphors: Technology Enhancements for Creating a 21st century teaching strategy.
Session Description (25 word limit)
Learn how 5 technology tools facilitate teaching with metaphor, a strategy correlated with increased student achievement. This BYOL creates connections between technology, instruction and learning.
(25 words) Theme and Strand
21st-Century Teaching & Learning covers all aspects of technology use in the learning environment, and includes such strands as:
Instructional Strategies & Classroom Management
Technology Integration
Professional Learning focuses on the development of leaders and the education and accountability of teachers, administrators, and other educators, and includes such strands as:
Professional Development
Teacher Education (Preservice & Advanced)
Choose any/all selections that apply. My sense is that the participants should include 1, 2, 3, 4, 7 and 6 depending on how the job description for the technology facilitators, Let me know what you think]
Curriculum Specialist
Principals
Staff Developers
Teachers
Teacher Educators
Technology Facilitators
Technology Integration Specialists
#
Choose the one selection that best applies.
6-12
Audience Skill
Choose the one selection that best applies. All —technology skill level is not a factor.
Prerequisites
NA; bring a laptop for the BYOL session
ISTE NETS
Student
1.
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
2.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Teacher
1.
Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a.
promote, support, and model creative and innovative thinking and inventiveness.
c.
promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d.
model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2.
Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a.
design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
c.
customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d.
provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Administrator
II.
Learning and Teaching
Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. Educational leaders:
C.
provide for learner-centered environments that use technology to meet the individual and diverse needs of learners.
Proposal Summary
Your answers to the following questions will be combined to create your proposal
summary. For accepted proposals, this summary information will be made accessible on
the NECC Web site. Please make sure that all content is suitable for public reference
(spelling and grammar as well as content).
Keep in mind that the proposal reviewers may not know you or your reputation. Be sure
to provide sufficient detail in all aspects of your proposal summary for reviewers to
evaluate your submission and rate the relevance and usefulness of the information to
attendees. Specifically reviewers will evaluate your proposal for its:
• relevancy of topic to the educational technology field
• educational significance and contribution to the respective theme and strand
• degree to which higher/second-order applications of technology are addressed
• ease of replication
• value to participants
• presenter knowledge and experience
Purpose & Objectives (Lecture, Panel, BYOL, Model Lesson, Open Source Lab)
Please elaborate on your earlier short description with a detailed overview of the purpose
and objectives of your presentation. Describe your objectives as participant outcomes
(i.e., what will participants know and be able to do as a result of their participation, or
what specific skills will be introduced and practiced). Also include, if appropriate:
• educational or infrastructure challenge/situation
• technology intervention (include specific names/titles and descriptions of less
commonly available tools)
• lesson plans or instructional activities/strategies employed
• electronic resources or tools used
• evidence of success
Our presentation models combine the stregnths of several technology tools in implementation of a research based instructional strategies that increases student achievement. The strategy, the identification of similarities and differences, is described in Classroom Instruction that works: Research based strategies for increasing student achievement . The authors note that "creating metaphors is the process of identifying a general or basic pattern in a specific topic and the finding another topic that appears to be quite different but that has the same general pattern" (p. 17). A limitation of the book for teachers is that the authors only discuss how to use metaphor as an teaching strategy in terms of traditional pencil and paper activities. While there is strong evidence to support the use of metaphors as an instructional strategy we are not aware of resources for that provide teachers will concrete ideas for how to integrate technology metaphor as an instructional strategy. Basing a presentation on immersing participants in a learning situation that builds relationships between technology, instruction and learning is recommended by Sandholtz, Ringstaff, and Dwyer (1997) as one way of motivating teachers to spend the time and energy to actual use technology. This presentation will create the environment suggested by Dwyer by hihglighting concrete and easy to use technology that seamless integrates technology such as digital images to support metaphor as an teaching tool.
In Framework for Using Digital Images in Teaching with Digital Images Bull and Bell's (date) creates support for integrating technology when using metaphor as an isntructional strategy. These authors note that one or more of the following elements are found in all activities that use digital images in content areas of teaching and learning; "acquire images, analyze images, create image-based works, communicate ideas and understandings." (p. 7). At its heart metaphor is a visual tool and all the elements described by Bull and Bell are intergral to its use. This is a case where combining the power of digital images and metaphor as an instructional strategy produces something greater than the sum of its part. The intergration of technoloyg and metaphor is also support two of the characteristics of learning environments that support 21st Century described by Bradsford, Brown, and Cocking in How People Learning: Brain, Mind, Experience, and School (2000).
These authors describe a strong body of evidence suporting the importance of the following 4 elements in an effective learning environment. These environments are learner, assessment, content, and community centered. The research reviewed for this book supports that learners use current knowledge to construct new knowledge, the value of connecting classroom content with knowledge the learner brings to class from the local community, and the importance of making explicit the learner's current thinking. The use of metaphor allows learners the opportunity to construct their own meaning. The technology tools that enable rapid collection of digital images from the local environment can be a powerful new way of enabling students to connect the content of what they're learning to their interests and passions.
This learner centered Bring Your Own Laptop centered will use several techniques to engage teachers in the learning process. We will begin by activating prior knowledge. Our session will use active learning as we model the process of how to integrate technology into the creation of metaphors ( use of digital images, electronic rubrics, collaborative writing tools). In groups, by either grade level or content experitse, participants will brainstorm with additional ways of connecting technology, metaphor and assessment, and generate questions for the presenters. Finally, participants will have the opportunity to engage in metacognitive reflection.
This session will focus on the application of 5 specific technology tools in the teaching, creation and assessment of metaphors: wikis, electronic graphic organizers, online photos databases, digital cameras, and electronic rubrics.
By the end of the session, participants will:
engage in using several technologies to support the use of metaphors as an instructional strategy
explore web based resources to individually or collaboratively create metaphors
identify additional technology tools for supporting the use of metaphors as an instructional strategy at their specific grade level and/or content area
use a wiki to communicate their ideas for application and implementation strategies in their specific teaching and learning environment
brainstorm ways to incorporate graphic organizers to teach metaphors, including those created using technology tools
explore a rubric created for assessing student developed metaphors and discuss ways to revise the rubric in order to individualize learning experiences for specific student needs
Outline (BYOL)
Briefly outline and describe the sequence of activities participants will be doing on their
computers and the time for each. (Please plan for about 50 minutes of activities and allow
10 minutes or so for questions during the BYOL).
Be sure to describe exactly how any prerequisite software you listed earlier or Web-based
tools/resources being demonstrated will be used, and reiterate how participants will
access it (i.e., download during session vs. come with it preloaded). And, be sure to
indicate if there are any major differences/limitations/exclusions between Mac and PC
platforms.
Also, describe your plans for keeping those who follow along easily gainfully occupied
while you help those who don't understand quite as quickly.
Introductions and Accessing Prior Knowledge (5 minutes)
Use online polling to access prior knowledge: who is currently using metaphor to teach and their current practice
Modeling of Process and Demonstration of Technology Resources(15 minutes)
Use electronic graphic organizer (Gliffey or similar resource), an online writing tool (wiki, Google Doc, etc.), and photo database (Flickr, Pics4Learning, etc.) to demonstrate the process of teaching a concept using a metaphor.
Small Group Application and Practice of Process in Content Specific Groups (15 minutes)
Use electronic graphic organizer (Gliffey or similar resource), an online writing tool (wiki, Google Doc, etc.), and photo database (Flickr, Pics4Learning, etc.) to demonstrate the process of teaching a concept using a metaphor.
Whole Group Discussion Metaphor Assessment (10 minutes)
Online rubric creation tool to display assessment rubric and collaborate with participants to further develop the assessment tool.
Questions and Discussion (10 minutes)
Record questions and resulting discussion on presentation wiki
Metacognitive Reflection and Conclusion (5 minutes)
Select a visual image from an online photo database (Flickr, Pics4Learning, etc.) to represent (1) what they learned; (2) how they will apply the content of the session; or (3) their feelings about the session.
Ongoing discussion of the topic following the session will occur via the session wiki.
Supporting Research (Lecture, Panel, BYOL, Model Lesson, Open Source Lab)
List any articles, books, Web sites, recognized experts, or other documentation that
supports the importance of the session topic and/or the practices/information being
presented.
Bibliography
Bull and Bell (2005). Teaching with digital images. Washington, DC: International Society for Technology in Education (ISTE).
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, Pickering, Pollock
Dwyer, D. C. (1996). The imperative to change our schools. In C. Fisher, D. C. Dwyer, & K. Yocam (Eds.), Education and technology reflections on computing in classrooms (pp. 15-33). San Francisco, CA: Josses-Bass Publishers.
Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago, IL: The University of Chicago, Press.
Marzano, R. J., Pickering, D. J., & Pollcak, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development
Marzano, R. J., Norford, J. S., Payneter, D. E., Pickering, D. J., & Gaddy, B.B. (2001). A handobok for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development
McKenzie, W. (2005). Multiple intelligence and instructional technoloyg (Second Edition). Washington, DC: International Society for Technology in Education (ISTE).
Sandholtz, J. H., Ringstaff, C., and Dwyer, D. C. (1997). Teaching with technology creating student-centered classrooms. New York City, NY: Teachers College Press
Presenter Background (All)
List your qualifications and experience with the topic (and those of any co-presenter, if applicable).
Equipment Information
Formal Sessions
Standard sets include high-speed internet connectivity, presentation computer, LCD
projection system with screen, and sound system with microphones.
One-hour sessions in which attendees have hands-on experience with a Web-based application or commonly available software.
Any hands-on exploration that can take place in one hour—explore a Web site(s), create a wiki, set up an audience response survey.
- Submission deadline is midnight (Pacific Time) October 8, 2008.
=How Your Proposal Will Be Evaluated
Proposal submissions are reviewed by independent committees of content experts, and evaluations are based primarily on:- relevancy of topic to the field of educational technology
- educational significance and contribution to the respective theme and strand
- degree to which higher/second-order applications of technology are addressed
- ease of replication
- value to participants
- presenter knowledge and experience
*Session Title (10 word limit)
Metaphors: Technology Enhancements for Creating a 21st century teaching strategy.
Session Description (25 word limit)
Learn how 5 technology tools facilitate teaching with metaphor, a strategy correlated with increased student achievement. This BYOL creates connections between technology, instruction and learning.
(25 words)
Theme and Strand
21st-Century Teaching & Learning covers all aspects of technology use in the learning environment, and includes such strands as:
Professional Learning focuses on the development of leaders and the education and accountability of teachers, administrators, and other educators, and includes such strands as:
Choose any/all selections that apply.
My sense is that the participants should include 1, 2, 3, 4, 7 and 6 depending on how the job description for the technology facilitators, Let me know what you think]
- Curriculum Specialist
- Principals
- Staff Developers
- Teachers
- Teacher Educators
- Technology Facilitators
- Technology Integration Specialists
#Choose the one selection that best applies.
Audience Skill
Choose the one selection that best applies.
All
—technology skill level is not a factor.
Prerequisites
ISTE NETS
Student
Teacher
Administrator
Your answers to the following questions will be combined to create your proposal
summary. For accepted proposals, this summary information will be made accessible on
the NECC Web site. Please make sure that all content is suitable for public reference
(spelling and grammar as well as content).
Keep in mind that the proposal reviewers may not know you or your reputation. Be sure
to provide sufficient detail in all aspects of your proposal summary for reviewers to
evaluate your submission and rate the relevance and usefulness of the information to
attendees. Specifically reviewers will evaluate your proposal for its:
• relevancy of topic to the educational technology field
• educational significance and contribution to the respective theme and strand
• degree to which higher/second-order applications of technology are addressed
• ease of replication
• value to participants
• presenter knowledge and experience
Purpose & Objectives (Lecture, Panel, BYOL, Model Lesson, Open Source Lab)
Please elaborate on your earlier short description with a detailed overview of the purpose
and objectives of your presentation. Describe your objectives as participant outcomes
(i.e., what will participants know and be able to do as a result of their participation, or
what specific skills will be introduced and practiced). Also include, if appropriate:
• educational or infrastructure challenge/situation
• technology intervention (include specific names/titles and descriptions of less
commonly available tools)
• lesson plans or instructional activities/strategies employed
• electronic resources or tools used
• evidence of success
Our presentation models combine the stregnths of several technology tools in implementation of a research based instructional strategies that increases student achievement. The strategy, the identification of similarities and differences, is described in Classroom Instruction that works: Research based strategies for increasing student achievement . The authors note that "creating metaphors is the process of identifying a general or basic pattern in a specific topic and the finding another topic that appears to be quite different but that has the same general pattern" (p. 17). A limitation of the book for teachers is that the authors only discuss how to use metaphor as an teaching strategy in terms of traditional pencil and paper activities. While there is strong evidence to support the use of metaphors as an instructional strategy we are not aware of resources for that provide teachers will concrete ideas for how to integrate technology metaphor as an instructional strategy. Basing a presentation on immersing participants in a learning situation that builds relationships between technology, instruction and learning is recommended by Sandholtz, Ringstaff, and Dwyer (1997) as one way of motivating teachers to spend the time and energy to actual use technology. This presentation will create the environment suggested by Dwyer by hihglighting concrete and easy to use technology that seamless integrates technology such as digital images to support metaphor as an teaching tool.
In Framework for Using Digital Images in Teaching with Digital Images Bull and Bell's (date) creates support for integrating technology when using metaphor as an isntructional strategy. These authors note that one or more of the following elements are found in all activities that use digital images in content areas of teaching and learning; "acquire images, analyze images, create image-based works, communicate ideas and understandings." (p. 7). At its heart metaphor is a visual tool and all the elements described by Bull and Bell are intergral to its use. This is a case where combining the power of digital images and metaphor as an instructional strategy produces something greater than the sum of its part. The intergration of technoloyg and metaphor is also support two of the characteristics of learning environments that support 21st Century described by Bradsford, Brown, and Cocking in How People Learning: Brain, Mind, Experience, and School (2000).
These authors describe a strong body of evidence suporting the importance of the following 4 elements in an effective learning environment. These environments are learner, assessment, content, and community centered. The research reviewed for this book supports that learners use current knowledge to construct new knowledge, the value of connecting classroom content with knowledge the learner brings to class from the local community, and the importance of making explicit the learner's current thinking. The use of metaphor allows learners the opportunity to construct their own meaning. The technology tools that enable rapid collection of digital images from the local environment can be a powerful new way of enabling students to connect the content of what they're learning to their interests and passions.
This learner centered Bring Your Own Laptop centered will use several techniques to engage teachers in the learning process. We will begin by activating prior knowledge. Our session will use active learning as we model the process of how to integrate technology into the creation of metaphors ( use of digital images, electronic rubrics, collaborative writing tools). In groups, by either grade level or content experitse, participants will brainstorm with additional ways of connecting technology, metaphor and assessment, and generate questions for the presenters. Finally, participants will have the opportunity to engage in metacognitive reflection.
This session will focus on the application of 5 specific technology tools in the teaching, creation and assessment of metaphors: wikis, electronic graphic organizers, online photos databases, digital cameras, and electronic rubrics.
By the end of the session, participants will:
Outline (BYOL)
Briefly outline and describe the sequence of activities participants will be doing on their
computers and the time for each. (Please plan for about 50 minutes of activities and allow
10 minutes or so for questions during the BYOL).
Be sure to describe exactly how any prerequisite software you listed earlier or Web-based
tools/resources being demonstrated will be used, and reiterate how participants will
access it (i.e., download during session vs. come with it preloaded). And, be sure to
indicate if there are any major differences/limitations/exclusions between Mac and PC
platforms.
Also, describe your plans for keeping those who follow along easily gainfully occupied
while you help those who don't understand quite as quickly.
Introductions and Accessing Prior Knowledge (5 minutes)
- Use online polling to access prior knowledge: who is currently using metaphor to teach and their current practice
Modeling of Process and Demonstration of Technology Resources(15 minutes)Small Group Application and Practice of Process in Content Specific Groups (15 minutes)
Whole Group Discussion Metaphor Assessment (10 minutes)
Questions and Discussion (10 minutes)
Metacognitive Reflection and Conclusion (5 minutes)
Ongoing discussion of the topic following the session will occur via the session wiki.
Supporting Research (Lecture, Panel, BYOL, Model Lesson, Open Source Lab)
List any articles, books, Web sites, recognized experts, or other documentation that
supports the importance of the session topic and/or the practices/information being
presented.
Bibliography
Bull and Bell (2005). Teaching with digital images. Washington, DC: International Society for Technology in Education (ISTE).
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, Pickering, Pollock
Dwyer, D. C. (1996). The imperative to change our schools. In C. Fisher, D. C. Dwyer, & K. Yocam (Eds.), Education and technology reflections on computing in classrooms (pp. 15-33). San Francisco, CA: Josses-Bass Publishers.
Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago, IL: The University of Chicago, Press.
Marzano, R. J., Pickering, D. J., & Pollcak, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development
Marzano, R. J., Norford, J. S., Payneter, D. E., Pickering, D. J., & Gaddy, B.B. (2001). A handobok for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development
McKenzie, W. (2005). Multiple intelligence and instructional technoloyg (Second Edition). Washington, DC: International Society for Technology in Education (ISTE).
Sandholtz, J. H., Ringstaff, C., and Dwyer, D. C. (1997). Teaching with technology creating student-centered classrooms. New York City, NY: Teachers College Press
Presenter Background (All)
List your qualifications and experience with the topic (and those of any co-presenter, if applicable).
Equipment Information
- Formal Sessions
- Standard sets include high-speed internet connectivity, presentation computer, LCD
projection system with screen, and sound system with microphones.Contact Information